DRAFT
Viewpoints and Referencepoints
YOUR QUICK TOUR
VIEWPOINTS 11
Highlights of the Anthology
TABLE OF CONTENTS
Organized by
genre
Wide variety of forms
within genre units ,
including standalone visuals
Media selections
identified in NonFiction and Drama
with an “M”
Short Fiction
______________________________________
______________________________________
______________________________________
______________________________________
Includes works by
accomplished writers from
different periods, from all
regions of Canada, and
from around the world
Poetry
______________________________________
______________________________________
______________________________________
______________________________________
Non-Fiction
______________________________________
______________________________________
______________________________________
______________________________________
Representative sample
of media selections laid
out as authentic media
identified with “MF”
Drama
______________________________________
______________________________________
______________________________________
______________________________________
THEMATIC
TABLE OF CONTENTS
Identity
Self
Childhood
Relationships
Family
Alternative Table of
Contents organizes
selections into 39
specific themes in four
broad thematic areas,
encouraging students
to link and compare
selections within
the anthology
Peers
Community
At School
At Work
Beyond the Everyday
Intrigue
Journeys
1
DRAFT
Viewpoints and Referencepoints
Before Each Selection…
TITLE
AUTHOR
Many selections
include attractive
visuals, in colour
or black and white
Each selection has a
“Learning Focus” that
identifies the
knowledge and skills
that students are
expected to develop
and demonstrate
[visual]
Context ____________________
______
__________________________
______
__________________________
______
__________________________
______
__________________________
______
__________________________
______
__________________________
______
__________________________
______________________________________
Learning Focus
-
“Context” provides
background on the
author and information
of literary, historical, or
social interest, as well as
two or three open-ended
questions to trigger
creative and critical
thinking
After Each Selection…
“Notes,” when
appropriate, provide
brief definitions or
histories of words,
and specific
information on
references in
the selection
“More to Explore”
highlights themes,
and literary elements
and techniques of
particular interest in
the selection
(Elements defined in
glossary.)
2
NOTES
Winnowing ____________________________
Wailful ______________________________
ANALYZE
1.
2.
3.
MORE
AND INTERPRET
__________________________________
__________________________________
__________________________________
TO
EXPLORE
Themes: ______________________________
____________________________________
Elements: ____________________________
____________________________________
Two or three activities
that encourage students
to develop and
demonstrate,
collaboratively and
independently, the
knowledge and skills
required by Ontario’s
curriculum expectations
DRAFT
Viewpoints and Referencepoints
REFERENCEPOINTS
Highlights of the Student Companion Text
Covers all aspects of
purposeful communication
— through confident
speaking, listening,
reading, writing, viewing,
and representing – both
inside and outside the
classroom
TABLE OF CONTENTS
Extensive coverage of all
major forms of literary and
informational texts,
encouraging students to
both respond to and create
such texts
Chapter 1: Communicating for Many Reasons
______________________________________
______________________________________
Chapter 2: Communicating Through Responding to Text
______________________________________
______________________________________
Chapter 3: Communicating Creatively in Prose
______________________________________
______________________________________
Extensive coverage of
all major print and
non-print media,
especially as forms of
argument and persuasion
Chapter 4: Communicating Creatively in Poetry and Drama
______________________________________
______________________________________
Chapter 5: Communicating Through Media
______________________________________
______________________________________
Extensive coverage of
communication in the
world of work
Chapter 6: Communicating in the World of Work
______________________________________
______________________________________
Communicating Through Responding to Text
Each image is discussed in
a separate paragraph. The
student explains how imagery is used in the poem
to create mood and convey
theme.
Another example of an image is “wearing too thin a coat for the
wintry weather.” This image creates a picture of a young woman,
still in her teens, grasping a thin, worn coat tightly to her body. You
can almost feel the chill of this young woman as she desperately tries
to find warmth on a cold spring day. This image also effectively conveys the mood of the poem, because we can feel the sadness of the situation. The images support the main idea of the poem because they
accentuate the fact that there is a time to grow up, and rushing into
adulthood before we are ready leads to hopeless consequences.
Critical Writing and Literary Analysis
Learning Focus boxes appear
frequently to identify
knowledge and skills the
students are expected to
develop and demonstrate
LEARNING FOCUS
• understand the
A critical essay can take the form of literary analysis
characteristics of an
effective literary analysis
when it provides a thorough interpretation of a literary
• select and use evidence
work. This kind of critical response requires specific
from a text to support a
literary analysis
(quoted) references to plot, character, and setting to sup• write an effective literary
port and develop a thesis statement. Value judgments
analysis
and generalizations about the literary work cannot be
convincing without adequate evidence.
Sometimes you will be given a few class periods (rather than the demand writing of a timed test) to respond to a piece of literature. Review
the chart below before writing your next literary analysis.
Chapter 2
WRITING A LITERARY ANALYSIS (CONTINUED)
Key Questions
How To Address the Key Questions
• What can be said about the
poet’s or author’s style?
• Show awareness of the writer’s use of irony, symbols, or allusions, if
these exist.
• For poetry, examine the contribution of rhythm and rhyme.
• What form does the text take?
• Identify the genre used.
• For poetry, consider the organizational pattern (form) of the poem.
• For prose, examine specific writing structure (expository, narrative,
descriptive) of the paragraphs.
• Discuss the form in terms of its unity of thought, expression, coherence, and emphasis.
WRITING A LITERARY ANALYSIS
Key Questions
How To Address the Key Question
• What is the poem or prose selection about?
•
•
•
•
• What can be said about the
poet’s or author’s style?
•
•
•
•
Charts provide key
questions and “How To’s”
Provide the name of the selection.
Include a brief summary to acquaint the reader with the text.
Give a personal reaction from a first reading.
Search your memory for experiences in your own life that have some
parallel to what you have read.
• Identify the theme if it is clear.
Read the poem “Ulysses” below, written in the form of a dramatic
monologue in which the central character, Ulysses, is addressing silent
listeners (his fellow seafarers). Then read the literary analysis that follows,
and note how the student has addressed the key questions from the chart
above.
Identify the denotative and connotative meaning of selected words.
Determine whether there is a distinctive voice.
Note the punctuation used in the piece.
Explain how figurative language (e.g. simile, metaphor, personification) is used to convey the sights, sounds, smells, and tastes the writer
experiences.
READING SELECTION: POEM
Ulysses
75
by Alfred, Lord Tennyson
It little profits that an idle king,
By this still hearth, among these barren crags,
Match’d with an aged wife, I mete and dole
Unequal laws unto a savage race,
That hoard, and sleep, and feed, and know not me.
I cannot rest from travel: I will drink
Life to the lees; all times I have enjoy’d
Greatly, have suffer’d greatly, both with those
That loved me, and alone; on shore, and when
Thro’ scudding drifts the rainy Hyades
Vext the dim sea: I am become a name;
For always roaming with a hungry heart
Much have I seen and known; cities of men
And manners, climates, councils, governments,
Referencepoints p.75
Reading selections and
annotated models of
print and non-print
genres and forms appear
throughout the text
76
Referencepoints p.76
3
DRAFT
Viewpoints and Referencepoints
Chapter 2
The lights begin to twinkle from the rocks:
The long day wanes: the slow moon climbs: the deep
Moans round with many voices. Come, my friends,
’Tis not too late to seek a newer world.
Push off, and, sitting well in order smite
The sounding furrows; for my purpose holds
To sail beyond the sunset, and the baths
Of all the western stars, until I die.
It may be that the gulfs will wash us down:
It may be we shall touch the Happy Isles,
And see the great Achilles whom we knew.
Tho’ much is taken, much abides; and tho’
We are not now that strength which in old days
Moved earth and heaven; that which we are, we are;
One equal temper of heroic hearts,
Made weak by time and fate, but strong in will
To strive, to seek, to find, and not to yield.
S T U D E N T S A M P L E : L I T E R A R Y A N A LY S I S
The student begins by
answering the key question of what is happening
in the poem (literal
meaning).
Two quotes are used to illustrate the student’s understanding of point of
view and of the thoughts
expressed in the poem.
Student samples, many
annotated, and from all
genres and forms appear
throughout the text
The poem “Ulysses” by Alfred, Lord Tennyson tells the story of
Ulysses (his Greek name was Odysseus), who had been away from
his home kingdom for many years fighting “far on the ringing
plains of windy Troy” (line 17). When Ulysses comes back home
to his wife and son Telemachus, he is not content to pass laws and
rule a people that “know not me” (line 5). This poem is told from
Ulysses’ point of view. It is like a soliloquy because we seem to
get his inner thoughts as he talks to his fellow seafarers about their
adventures in the past.
Much have I seen and known; cities of men
and manners, climates, councils, governments…
(lines 13-14)
Ulysses tells of his desire to travel even more:
I cannot rest from travel: I will drink
Life to the lees
(lines 6-7)
78
Referencepoints p.78
Chapter 2
Activities—collaborative
and independent — offer
opportunities for creative
and critical responses,
research, and using
technology
Activities
Literary Analysis
1. In small groups reread both the poem “Ulysses” and the literary analysis that follows it. Using the “Writing a Literary Analysis” chart on
pages 75–76 to help you, evaluate the student analysis. Discuss the
points you might add or change in your own analysis of the same poem.
2. Read the poem below. Write a literary analysis to provide a thorough interpretation of the work. Use the questions in the chart to
guide your analysis of the poem.
READING SELECTION: POEM
Where There’s a Wall
by Joy Kogawa
Where there’s a wall
there’s a way through a
gate or door. There’s even
a ladder perhaps and a
sentinel who sometimes sleeps.
There are secret passwords you
can overhear. There are methods
of torture for extracting clues
to maps of underground passages.
There are zeppelins, helicopters,
rockets, bombs, battering rams,
armies with trumpets whose
all at once blast shatters
the foundations.
Communicating Through Responding to Text
3. Joy Kogawa was born in Vancouver. After the Japanese bombed Pearl
Harbor in 1941, she and her family, along with other Japanese
Canadians, were separated from their homes and possessions and
sent to internment camps in British Columbia and Alberta. Complete
some research, using the library and the Internet, on the experience
of Japanese Canadians during World War II. Present your findings
to the class.
Where there’s a wall there are
words to whisper by loose bricks,
wailing prayers to utter, birds
to carry messages taped to their feet.
There are letters to be written—
poems even.
Faint as in a dream
is the voice that calls
from the belly
of the wall.
Critical Writing as Short Reports and
Reviews
LEARNING FOCUS
• understand the
characteristics of an
effective report or review
A report is a short critical essay. It is a means of inform- • respond personally and
critically to a play or film
ing other people, either orally or in writing, about something you have experienced directly, through reading, • write a play or film review
viewing, or listening. The report could be based, for example, on an account of a field trip, a science experiment, or a movie.
80
Referencepoints p.80
✓
CHECKLIST WRITING A SHORT REPORT
Checklists provide a
handy reference for
self-assessment
✓ Do any required reading or research in advance so that you are familiar
with the subject.
✓ Make detailed in-process notes to aid with report writing.
✓ Organize material into a unified and coherent form.
✓ Ensure content is factually accurate.
✓ Ensure content is grammatically correct.
WRITING A THEATRE REVIEW A common kind of report you will be asked
to write in high school is the review. The purpose of a review is to provide an opinion about the quality of a piece of work. You may, for example, attend a theatre performance put on by your local high school or
a community group. In your review you should provide a brief synopsis
of the plot (the theatre program or promotional poster can help) and
classify the play (tragedy, comedy, etc.). The program will also provide
the name of the actors and perhaps a brief biography of the playwright.
In addition, it might contain photographs from the play that you can include in your review.
81
Referencepoints p.81
4
DRAFT
Viewpoints and Referencepoints
Ontario Teacher Guide Highlights
• Written for Ontario Grade 11 University
and College curricula
• Includes sample course outlines and unit
planning charts
• Integrates Viewpoints and Referencepoints
• A wide variety of Selection Activities
• Extensive section of Blackline Masters
- assessment tools and rubrics
- activity support
- language
- links to Referencepoints
Page number in Viewpoints 11
(ViewPoints 11, page 00)
The Storyteller
Title and author
by Saki (H. H. Munro)
Genre/form and grade reading level
Genre/Form: Short Story Reading Level: 11
Planning suggestions: brief teaching
notes on the activities in anthology
and guide
Suggestions for
Planning
Reproducible Masters
Teaching Notes
More to Explore
“The Storyteller” provides a poignant example of Saki’s
light-heartedly satirical tone. This short story is based
loosely on Saki’s own unhappy childhood experiences
with his aunts.The anthology activities invite students to
discuss the art of storytelling and to evaluate Saki as a storyteller. Style is addressed through an analysis of the
writer’s use of old-fashioned diction and phraseology.
Students are asked to work as a group to adapt and then
recast the story as a stage play.
The guide activities encourage students to consider
the qualities of good storytelling techniques and good
children’s stories based on their own experiences. In
light of their criteria, students then evaluate the text and
other children’s literature. A collection of award-winning children’s books will be useful for some activities.
Students examine their skills and strategies for defining
words in context. Plot is approached in conjunction
with graphic organizers used to diagram story structures, while tone is addressed through both writing and
speaking activities.An oxymoron occurs within the context of the story, inviting a closer look at this literary
term. Students need appropriate art materials to create a
visual to accompany the story.
Elements:
Comedy, epigram, hyperbole, third-person point of
view, oxymoron, plot, tone
Themes:
Childhood: Boys and Girls (p.00);A Walk to the Jetty (p.
00);The Charmer (p.00);To Da-Duh, In Memoriam
(p.00); A Handful of Dates (p.00); The Railway
Children (p.00)
Family: Brother Dear (p. 00); A Marriage Interview (p.
00); Boys and Girls (p.00);The Lamp at Noon (p. 00);
Ramu and Rani (p. 00); A Walk to the Jetty (p. 00);
The Charmer (p. 00);To Da-Duh, In Memoriam (p.
00); A Handful of Dates (p. 00); Love Must Not Be
Forgotten (p. 00); Do Seek Their Meat (p. 00); My
Old Newcastle (p. 00); On Boy Trouble (p.00); Mother
and Child (p.00); Mother (p.00)
Intrigue:The Shivering Tree (p. 00);The Address (p. 00);
The Charmer (p. 00);A Television Drama (p. 00)
Humour: Some Paws for Concern (p. 00); How to Turn
a Closed-down Nuclear Reactor…(p. 00); Garbage
101 (p. 00); An Elegy on the Death of a Mad Dog
(p. 00); Sonnet (p. 00);The Job of an Apple (p. 00);A
Narrow Fellow in the Grass (p. 00); Ode to My Socks
Activity #4: Chapter 1,“Learning by Constructing
Graphic Organizers,” pp. 31–33
Activity #5: Chapter 3,“Tone,” pp. 117–119
SHORT STORY The Storyteller
(p. 00); Shakespearean Ball Game (p. 00);The Ignoble
Knight (p. 00)
Additional Resources
You may want to recommend one or more of the following to students in your class. The publisher has
checked these resources for their appropriateness and
acceptability. Nonetheless, it is highly recommended that
you check them yourself to ensure that they meet criteria
mandated in your school jurisdiction.
Located strategically in selected
lessons, 25 “maps” for
ReferencePoints, covering key areas
such as viewing, reading strategies,
building vocabulary, graphic
organizers, accessing and assessing
the Internet, and building a
Career portfolio
More to Explore: main themes
identified, along with other selections
in anthology with same themes
Stereotypes: Boys and Girls (p.00); Sunday in the Park
(p.00);The Gentlemen of the Jungle (p.00); Canadian
Pioneers (p.00); Reaction-Interaction (p.00);
Reflections of Girls in the Media (p.00); On Boy
Trouble (p. 00); Survival in the South (p.00)
Link to ReferencePoints
Creativity: The Cartography of Myself (p. 00); From
Animation 101 (p. 00); Life Needs Nourishing (p. 00);
A Flower of Waves (p. 00);After Apple-Picking (p. 00)
More to Explore: key literary elements
and techniques identified
(in Viewpoints 11, page 00)
Note: suggestions for implanting this program with ESL students are provided on pages 00-00. As well, modifications for
ESL appear in some of the activities.
Planning suggestions: Links to
Referencepoints
Annotated related reading,Video,
and Web site
Planning suggestions: Blackline
Masters for activities identified
COPY
Mini-Lesson Master #10, Understanding and
Creating Visuals and Graphics; Generic Assessment
Master #2, Developing Criteria
1
Related Reading
A wealth of background information on Saki can be
found at http://kirjasto.sci.fi/saki.htm; and Canadians of all
backgrounds tell their stories.
Video link
The Princess Bride, which features a framing storyteller
around a central tale
Related Web Sites
A wealth of background information on Saki can be
found at http://kirjasto.sci.fi/saki.htm; and Canadians of all
backgrounds tell their stor ies at http://www.
storyengine.ca, a site maintained by the Canadian Film
Institute.
Start with
ReferencePoints
Understanding and Creating Visuals and
Graphics
Chapter/Appendix/
Section
Coverage
Checklists
Key BLMs
Chapter 1,
“Learning Through
Careful Viewing and
Representing”
(pp. 000-000)
Introduces wide range of ways in which visual information presented – in still images such as photos, print ads, billboards,
cartoons; and in moving images on television, films, videos,
and Web pages. Prompts students to heighten critical viewing
awareness as they go about their daily lives, focussing on
practical ways of learning through constructing visual organizers. Includes examples of a cluster chart, Venn diagram, and
flow chart, with accompanying activities that encourage students to find and use different types of graphic organizers to
organize information on topics such as health care and unemployment trends.
– effective viewing
(p. 000)
– creating posters
(p. 000)
– viewing an advertisement
(p. 000)
## 00
Chapter 5
“Communicating to
Inform and Persuade in
the Wider World,”
pp.000-000
Covers viewing in much more detail than Chapter 1, here in
context of mass media and media “Communicating Through
Visual Images,” pp. 000-000. Covers, with visual examples,
posters (pp. 000-000), advertisements (pages 000-000), and
cartoons (pp. 000-000).
– designing an advertisement
(p. 00)
– viewing a photograph
(p.000)
– drawing cartoons
(p. 000);
## 00
Chapter 5
“Communication
Through Electronic
Messages”
Covers television broadcasting, including music videos (pages
000-000); television news reporting (pages 000-000); television commercials (pages 000-000); films (pages 000-000), and
documentaries (pages 000-000).
– viewing a music video (p.
000)
– writing a music review (p.
000)
Appendix A pp. 000000
Provides additional examples of graphic organizers, showing
how Canada’s population can be presented in different formats (a line graph, a bar graph, and a pie graph) to emphasize
different kinds of information.
Other viewing-related activities in ReferencePoints:
p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 00, #0; p. 000, #0; p. 000, #0; p.
000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p. 000, #0; p.
000, #0; p. 000, #0; p. 000, #0; p. 000, #0.
Other viewing-related Masters in ReferencePoints:
# 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00; # 00.
2
SHORT STORY The Storyteller
Selection Activities
Activities for each anthology selection,
some including modifications
1. What were your favourite stories when you were a young
child? Why did you like them? Consider the stories themselves and the way they were told. What are the criteria for
a good children’s storytelling experience? Compile a class
list of criteria on the board. After reading the story, use
these criteria to evaluate the two stories told within “The
Storyteller.”
COPY (See Generic Assessment Master #2,
“Developing Criteria.”)
Activity modification: less challenging
Modify: Less Challenging ● Why did the children in
the story enjoy the bachelor’s story better than the aunt’s?
What kinds of stories did you like when you were a child? In
a group, share your favourite stories and tell why you liked
them. Compare these stories with the kinds of stories you
enjoy now. Are there any similarities?
2. As you read the story, make note of unfamiliar or new
words you encountered in the story. Predict a meaning
for each word based on the context in which the word appears. After completing the reading, consult a dictionary to
check your predictions. How accurate were they? What
clues did you use to help you comprehend unfamiliar
words? In your learning log, comment on your strengths
and weaknesses in determining the meaning of unfamiliar words.
Teacher Note: Some of the story’s vocabulary listed at
the end of this lesson may require special attention with
ESL students. You may want to have these students identify words they do and do not understand, and talk with
them about strategies for determining the meaning of
words (see pages 00-00 for suggested strategies).
3. Meet with a group of students to organize and conduct a
discussion of the following questions.
- What is the moral lesson of the aunt’s story?
- What is the lesson of bachelor’s story?
- What does the aunt’s tale reveal about her character?
- What does the bachelor’s tale reveal about his characters?
- What is the lesson of “The Storyteller”? What comment is Saki making on storytelling?
Activity modification: ESL
Modify: ESL ◆ A story that teaches a lesson is sometimes called a “cautionary tale.” What stories, poems, and
movies are you familiar with that are cautionary tales?
Work with group to list them and identify the lesson in
each one. Use a chart like the following to summarize your
discussion.
Sentence Frame: The story/poem/movie ______ is a cautionary tale. The lesson that it teaches is _____.
4. Review the list of the qualities of a good children’s story
you identified in activity 1. Add to this list any criteria mentioned within “The Storyteller.” Obtain a copy of an awardwinning children’s book from your community library. Read
the story and evaluate it using criteria on your list. Keep a
record of your evaluation notes. Organize your notes into
an outline and use the outline to write a review of the
story. Within your review, identify the most suitable audience for the story.
(See ReferencePoints, Chapter 1, “Learning by
Constructing Graphc Organizers,” pp. 31-33.)
5. Create a visual to accompany the story. The visual should
reflect Saki’s style. For example, if you found the style
lightly humourous or satirical, reflect this style in your visual.
Modify: More Challenging Imagine that “The
Storyteller” has been made into a short film for children’s
television. Create a poster to advertise the film.
6. The children’s aunt makes the statement, “It’s a very difficult thing to tell stories that children can both understand
and appreciate.” Make up your own story to tell to a group
of children who are six to eight years old. Practise your
story by imagining the events of each scene and then describe what you see. Present your story to the intended audience and videotape the performance. Did you hold the
young audience’s attention as well as the bachelor did his
child audience? Explain why. Later, view the tape to evaluate how well you:
- sequenced events,
- modulated both the volume and pace of your voice for
expression,
- enunciated and pronounced words,
- communicated your intended interpretation of the
story.
Key Vocabulary
railway carriage, sultry, emphatically, compartment, fatuously,
bullocks, rarity, diversion, resolute, audible, wager,
Activity modification: more challenging
Key vocabulary identified to support
ESL and other students
communication cord, reputation, rank, petulant, unenterprising,
deplorably, lamely, recommenced, stiffly, momentarily
aroused, flicker, commended, suppressed, gasp,
unconcernedly,
murmur,
parrots,
hummingbirds,
extraordinarily, prowling, ferocity, pinafore, shrubbery, myrtle
bushes, lolling, obedience, punctuality, conduct, devoured,
morsel, dissentient, undermined, preparatory, platform, assail,
Story/Poem/Movie
Cautionary Message
improper
SHORT STORY The Storyteller
3
5